{ "schema_version": "lesson-content-1", "id": "launch_dt_a2_w03", "lesson_code": "DT-LAUNCH-A2-W03", "title": "Build my card bridge model", "subject": "Design & Technology", "pathway": "LAUNCH", "term": "Autumn 2", "week": 3, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-11-16", "end": "2026-11-20" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "CONSTRUCTION: build a simple model/structure.", "unit_verbatim": "Construction & making: safe structures", "accreditation": "[AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.", "assessment_verbatim": "F: safe-working observation. S: constructed product + evaluation (data drop).", "source_cells": { "LAUNCH Weekly - Autumn": [ "C238" ], "LAUNCH - Autumn": [ "D33", "I33", "J33" ] }, "sources": [ { "id": "scheme", "path": "measure/lane1/AUT2_SCHEME_LINES_AND_PAGES.md", "branch": "lane1/main", "revision": "840cc945143005b5e94ae6c8b49776a29a8d48fc", "blob_sha": "d3eb8393b824811ea9ea2cb04b68395869a10598" }, { "id": "workbook", "path": "_authoring/science_2026-27/_toolchain/scheme_references/LAUNCH_SOW.xlsx", "revision": "9ed44bdf", "verified_ref": "main", "blob_sha": "cfc7fbe6305f65d5d3e9eaf99ae1e0719e7f5aee", "sha256": "b8063b7d6b3989f71375b5f2c3a62b9ebcd3be1bb1933706a009473c7b19ee02", "note": "Current main bytes match the accepted unchanged source; workbook not redistributed." }, { "id": "previous", "path": "accepted/LAUNCH_DT_A2_W01_W02_BUNDLE.zip", "sha256": "fb0e0958d12397c23ce06a4dc44a9a510680dcb4577b9f428f8f7a0390f13442", "note": "Accepted Weeks 1–2 format and continuity." }, { "id": "calendar", "path": "current_chat/Autumn2_weeks3_7_order", "revision": "2026-10-24", "note": "W3 16–20 Nov; W4 23–27 Nov. One lesson weekly per line; no day or slot inferred." } ], "external_sources": [ { "title": "HSE: Health and safety checklist for classrooms", "url": "https://www.hse.gov.uk/risk/classroom-checklist.htm", "supports": "The ordinary classroom checklist excludes specialist D&T; staff use activity-appropriate risk controls and local procedures." }, { "title": "Science Buddies: Build the Best Paper Bridge", "url": "https://www.sciencebuddies.org/stem-activities/build-best-bridge", "supports": "Folding a sheet into a channel can change how it resists bending. The local dimensions, light block test and stop rules are authored classroom choices; no strength result is assumed." } ], "evidence": [ { "id": "LAUNCH-DT-W3-E1", "description": "The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.", "accreditation": "[AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.", "status": "contribution to source assessment; no completion claim", "edition": "public" } ], "routes": { "Supported": "Supported: ask an adult to steady the card.", "Independent": "Independent: fold, form and check the model.", "Aspire": "Aspire: explain how the shape fits the plan." }, "vocab": [ { "word": "model", "definition": "A small version of an idea.", "edition": "both" }, { "word": "fold", "definition": "Bend along a line.", "edition": "both" }, { "word": "panel", "definition": "One flat part of the card.", "edition": "both" }, { "word": "crease", "definition": "The line made by a fold.", "edition": "both" }, { "word": "support", "definition": "Something that holds an object up.", "edition": "both" }, { "word": "span", "definition": "The gap a bridge crosses.", "edition": "both" }, { "word": "fit", "definition": "Match the size or place needed.", "edition": "both" } ], "cases": [ { "id": "A", "text": "Find your plan and your flat marked card.", "judgement": "step 1", "fact": "The model begins with the agreed plan.", "next_step": "Check 20 cm by 8 cm and both fold lines.", "staff_note": "Use the accepted Week 2 work. If absent, provide a spare pre-marked blank and record that preparation as adult support, not pupil marking-out evidence.", "edition": "both" }, { "id": "B", "text": "Check lines are 2 cm and 6 cm from the same long edge.", "judgement": "step 2", "fact": "The middle panel should be 4 cm wide.", "next_step": "Pause and ask if a mark does not fit the plan.", "staff_note": "Do not guess a new fold. Both lines use the same reference edge.", "edition": "both" }, { "id": "C", "text": "Fold the first outer panel up along its line.", "judgement": "step 3", "fact": "The fold follows the marked line.", "next_step": "Press gently on a flat desk with adult support if needed.", "staff_note": "Use suitable card that folds by hand. No scoring knife, cutting tool or sharp creasing tool.", "edition": "both" }, { "id": "D", "text": "Fold the other outer panel up. Keep the middle flat.", "judgement": "step 4", "fact": "The two sides form a channel shape.", "next_step": "Check that each side is about 2 cm high.", "staff_note": "Adult may steady or start a crease; record who did what. Do not claim independence when the adult made the fold.", "edition": "both" }, { "id": "E", "text": "Set two stable supports 10 cm apart. Centre the model across them.", "judgement": "step 5", "fact": "A centred 20 cm model has 5 cm at each end on a support.", "next_step": "Ask staff to check the supports and fit.", "staff_note": "Staff set equal-height supports on a tray. This is a fit check with no added load. Use only pre-torn tape if an agreed join needs securing.", "edition": "both" }, { "id": "F", "text": "Label the model, record your work and store it for next week.", "judgement": "step 6", "fact": "The actual model is evidence of building.", "next_step": "Keep a photo or work reference and note any help.", "staff_note": "No strength result is claimed. Store without crushing folds; a blank worksheet is not evidence of a built model.", "edition": "both" } ], "slides": [ { "number": 1, "stage": "Title and big question", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "TITLE AND BIG QUESTION", "edition": "public" }, { "name": "slide-number-time", "text": "1 / 12", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "lesson-title", "text": "Build my card bridge model", "edition": "public" }, { "name": "lesson-subtitle", "text": "Week 3 · 16–20 November 2026 · 40 minutes", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "How can I turn my marked card into a model?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use your own work and ask for support.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say, draw, write or show.", "edition": "public" } ], "pupil_text": [ "How can I turn my marked card into a model?", "Use your own work and ask for support.", "Point, say, draw, write or show." ], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nTitle and big question: 0 minutes.\nTeacher: Open the big question without requiring personal disclosure. Staff enter the actual date in the planner.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Open the big question without requiring personal disclosure. Staff enter the actual date in the planner." }, { "number": 2, "stage": "Arrival and regulation", "minutes": 4, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "ARRIVAL AND REGULATION", "edition": "public" }, { "name": "slide-number-time", "text": "2 / 12 · 4 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Ready for a calm start", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Check how you feel in private.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose a quiet seat or a short pause.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Keep your work space clear.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Ask the adult if you need support.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Use the agreed help route.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "We listen without judging each other.", "edition": "public" } ], "pupil_text": [ "Check how you feel in private.", "Choose a quiet seat or a short pause.", "Keep your work space clear.", "Ask the adult if you need support.", "Use the agreed help route.", "We listen without judging each other." ], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nArrival and regulation: 4 minutes.\nTeacher: Use a private check-in, quiet start and processing time. Identify the available adult and backup support route.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Use a private check-in, quiet start and processing time. Identify the available adult and backup support route." }, { "number": 3, "stage": "Starter", "minutes": 2, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "STARTER", "edition": "public" }, { "name": "slide-number-time", "text": "3 / 12 · 2 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Look at the diagram", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Find the two fold lines.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What shape will they make?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Which part stays flat?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Build today. Test next week.", "edition": "public" } ], "pupil_text": [ "Find the two fold lines.", "What shape will they make?", "Which part stays flat?", "Build today. Test next week." ], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nStarter: 2 minutes.\nTeacher: Read all diagram labels aloud. Accept a pointed clue. Diagrams are authored examples, not learner evidence or measuring templates.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read all diagram labels aloud. Accept a pointed clue. Diagrams are authored examples, not learner evidence or measuring templates." }, { "number": 4, "stage": "Today", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "TODAY", "edition": "public" }, { "name": "slide-number-time", "text": "4 / 12", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Today", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "CONSTRUCTION: build a simple model/structure.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I can follow my plan to form the model.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can make and check two clear folds.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I can record my work and the help I used.", "edition": "public" } ], "pupil_text": [ "CONSTRUCTION: build a simple model/structure.", "I can follow my plan to form the model.", "I can make and check two clear folds.", "I can record my work and the help I used." ], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nToday: 0 minutes.\nTeacher: Read the exact scheme objective and the success checks. Explain today’s contribution without claiming award completion.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the exact scheme objective and the success checks. Explain today’s contribution without claiming award completion." }, { "number": 5, "stage": "I Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "I DO", "edition": "public" }, { "name": "slide-number-time", "text": "5 / 12 · 5 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Watch the model", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Check the card: 20 cm long and 8 cm wide.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Find lines 2 cm and 6 cm from one long edge.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Fold each outer panel up along its line.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep the middle 4 cm panel flat.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Place it across a 10 cm gap between supports.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Centre it: 5 cm rests on each support.", "edition": "public" }, { "name": "diagram-caption", "text": "A small card model: two sides up and a flat middle.", "edition": "public" } ], "pupil_text": [ "Check the card: 20 cm long and 8 cm wide.", "Find lines 2 cm and 6 cm from one long edge.", "Fold each outer panel up along its line.", "Keep the middle 4 cm panel flat.", "Place it across a 10 cm gap between supports.", "Centre it: 5 cm rests on each support." ], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nI Do: 5 minutes.\nTeacher: Model each line aloud and make the reasoning explicit. A 20 by 8 cm blank folded at 2 cm and 6 cm gives a 4 cm base and two 2 cm sides. A centred 20 cm length across a 10 cm gap rests 5 cm on each support. Check actual folds and fit. Capture the model, not just a plan. Record adult-started folds or a supplied pre-marked blank. No load, strength or award completion result is inferred.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Model each line aloud and make the reasoning explicit. A 20 by 8 cm blank folded at 2 cm and 6 cm gives a 4 cm base and two 2 cm sides. A centred 20 cm length across a 10 cm gap rests 5 cm on each support. Check actual folds and fit. Capture the model, not just a plan. Record adult-started folds or a supplied pre-marked blank. No load, strength or award completion result is inferred." }, { "number": 6, "stage": "We Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "WE DO", "edition": "public" }, { "name": "slide-number-time", "text": "6 / 12 · 5 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Which step fits the facts?", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "One fold is in the wrong place. What next?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Hide the mistake with lots of tape.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Pause and check the plan with the adult.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Cut the card with any tool nearby.", "edition": "public" } ], "pupil_text": [ "One fold is in the wrong place. What next?", "A Hide the mistake with lots of tape.", "B Pause and check the plan with the adult.", "C Cut the card with any tool nearby." ], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nWe Do: 5 minutes.\nTeacher: Read the hinge aloud, ask for a choice and a reason. B. Check the 2 cm and 6 cm lines from the same reference edge. Ask the adult whether the fold can be corrected or a spare blank is needed; record the help and change. A hides rather than resolves the mismatch; C introduces unplanned cutting. Re-model a fold on scrap card if needed.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the hinge aloud, ask for a choice and a reason. B. Check the 2 cm and 6 cm lines from the same reference edge. Ask the adult whether the fold can be corrected or a spare blank is needed; record the help and change. A hides rather than resolves the mismatch; C introduces unplanned cutting. Re-model a fold on scrap card if needed." }, { "number": 7, "stage": "You Do practice", "minutes": 12, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "YOU DO PRACTICE", "edition": "public" }, { "name": "slide-number-time", "text": "7 / 12 · 12 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Our practice tasks", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Use your plan and marked card from Week 2.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: ask an adult to steady the card.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: fold, form and check the model.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: explain how the shape fits the plan.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "No load test today. Keep your model safe.", "edition": "public" } ], "pupil_text": [ "Use your plan and marked card from Week 2.", "Supported: ask an adult to steady the card.", "Independent: fold, form and check the model.", "Aspire: explain how the shape fits the plan.", "No load test today. Keep your model safe." ], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nYou Do practice: 12 minutes.\nTeacher: Follow A–F. Check marks first, model one crease on spare card, then let pupils form their own channel. Adults record physical help. Use a fit check over the 10 cm gap only. For an absent pupil, record supplied marking as catch-up support and focus on today’s building objective.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Follow A–F. Check marks first, model one crease on spare card, then let pupils form their own channel. Adults record physical help. Use a fit check over the 10 cm gap only. For an absent pupil, record supplied marking as catch-up support and focus on today’s building objective." }, { "number": 8, "stage": "You Do evidence", "minutes": 6, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "YOU DO EVIDENCE", "edition": "public" }, { "name": "slide-number-time", "text": "8 / 12 · 6 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "My evidence", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Keep a model photo or work reference.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Check folds, flat middle and fit on supports.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Record one change and the help you used.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Respond to feedback in the same colour, on the same page or usual mode.", "edition": "public" } ], "pupil_text": [ "Keep a model photo or work reference.", "Check folds, flat middle and fit on supports.", "Record one change and the help you used.", "Respond to feedback in the same colour, on the same page or usual mode." ], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nYou Do evidence: 6 minutes.\nTeacher: Complete both Evidence Sheet pages. A 20 by 8 cm blank folded at 2 cm and 6 cm gives a 4 cm base and two 2 cm sides. A centred 20 cm length across a 10 cm gap rests 5 cm on each support. Check actual folds and fit. Capture the model, not just a plan. Record adult-started folds or a supplied pre-marked blank. No load, strength or award completion result is inferred.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Complete both Evidence Sheet pages. A 20 by 8 cm blank folded at 2 cm and 6 cm gives a 4 cm base and two 2 cm sides. A centred 20 cm length across a 10 cm gap rests 5 cm on each support. Check actual folds and fit. Capture the model, not just a plan. Record adult-started folds or a supplied pre-marked blank. No load, strength or award completion result is inferred." }, { "number": 9, "stage": "Tidy and evidence check", "minutes": 4, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "TIDY AND EVIDENCE CHECK", "edition": "public" }, { "name": "slide-number-time", "text": "9 / 12 · 4 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Tidy and check", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Check your name or ID and both pages.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep your work and record the help used.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Put resources away safely.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Tell the adult your next step.", "edition": "public" } ], "pupil_text": [ "Check your name or ID and both pages.", "Keep your work and record the help used.", "Put resources away safely.", "Tell the adult your next step." ], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nTidy and evidence check: 4 minutes.\nTeacher: Check actual support, ownership and response. Use VF, WS, I, NS+, //, ?, R and E appropriately. R needs Voice, Audience, NS+ and a response in the same colour, on the same page or usual mode. E requires actual banking.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Check actual support, ownership and response. Use VF, WS, I, NS+, //, ?, R and E appropriately. R needs Voice, Audience, NS+ and a response in the same colour, on the same page or usual mode. E requires actual banking." }, { "number": 10, "stage": "Exit ticket", "minutes": 2, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "EXIT TICKET", "edition": "public" }, { "name": "slide-number-time", "text": "10 / 12 · 2 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Exit ticket", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What part of your plan did you use?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What did you check or change?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What will you test next week?", "edition": "public" } ], "pupil_text": [ "What part of your plan did you use?", "What did you check or change?", "What will you test next week?" ], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nExit ticket: 2 minutes.\nTeacher: Take a quiet exit response and note the next teaching need. Use the Staff Answers to assess the reason rather than just a letter.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Take a quiet exit response and note the next teaching need. Use the Staff Answers to assess the reason rather than just a letter." }, { "number": 11, "stage": "Vocabulary", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "VOCABULARY", "edition": "public" }, { "name": "slide-number-time", "text": "11 / 12", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Words that help", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Model: A small version of an idea.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Fold: Bend along a line.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Panel: One flat part.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Crease: The line made by a fold.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Support: Holds something up.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Span: The gap a bridge crosses.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Fit: Match the needed space.", "edition": "public" } ], "pupil_text": [ "Model: A small version of an idea.", "Fold: Bend along a line.", "Panel: One flat part.", "Crease: The line made by a fold.", "Support: Holds something up.", "Span: The gap a bridge crosses.", "Fit: Match the needed space." ], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nVocabulary: 0 minutes.\nTeacher: Keep the Vocabulary Mat available. Link each word to a case or actual task. Allow a home-language first response.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Keep the Vocabulary Mat available. Link each word to a case or actual task. Allow a home-language first response." }, { "number": 12, "stage": "Staff brief", "minutes": 0, "hidden": true, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "STAFF BRIEF", "edition": "public" }, { "name": "slide-number-time", "text": "12 / 12", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W03", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Staff brief", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Read the planner and local support route.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use the task limits and right to pass.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "TA: scribe exact words; record physical help.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep each learner’s own evidence.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Lundy: Space, Voice, Audience, Influence.", "edition": "public" } ], "pupil_text": [], "notes": "DT-LAUNCH-A2-W03 · Monday 16–Friday 20 November 2026\nStaff brief: 0 minutes.\nTeacher: Hidden staff reference. Use hand-foldable card with clean edges and no staples. Learners fold by hand; adults can steady the card. No pupil cutting, sharp scoring tools, blades, hot glue, power tools or load tests. Supports sit on a stable low desk/tray; no standing on a model or testing with hands or body weight.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W3-E1; The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.\nScheme: LAUNCH Weekly - Autumn!C238; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Hidden staff reference. Use hand-foldable card with clean edges and no staples. Learners fold by hand; adults can steady the card. No pupil cutting, sharp scoring tools, blades, hot glue, power tools or load tests. Supports sit on a stable low desk/tray; no standing on a model or testing with hands or body weight." } ], "asset": { "path": "../../assets/launch_dt_a2_w03.jpg", "alt": "A flat 20 by 8 centimetre card blank, channel fold diagram and centred fit across a 10 centimetre gap. Five centimetres of length rests on each support. Not to scale.", "synthetic": false, "creation": "Authored SVG diagram with JPEG rendering", "visible_text": [ "Build and check the card model", "Flat card: 20 cm × 8 cm", "Mark from the same", "long edge: 2 cm, 6 cm.", "Fold by hand.", "No added load today.", "Channel shape", "4 cm base", "Sides: 2 cm", "10 cm gap", "Centre the model.", "5 cm rests at each end.", "Diagram not to scale. Use your own Week 2 card blank." ], "edition": "both" }, "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "resources": [ { "kind": "Planner", "path": "launch_dt_a2_w03_Planner.docx", "pdf_path": "launch_dt_a2_w03_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Build my card bridge model", "Monday 16–Friday 20 November 2026 · one 40-minute lesson", "Teaching date: __________________ Teacher: __________________", "Exact scheme cells", "LAUNCH Weekly - Autumn!C238CONSTRUCTION: build a simple model/structure.", "LAUNCH - Autumn!D33Construction & making: safe structures", "LAUNCH - Autumn!I33[AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.", "LAUNCH - Autumn!J33F: safe-working observation. S: constructed product + evaluation (data drop).", "The source assessment is retained. This lesson contributes evidence; it does not by itself complete an award. Public award labels are masked only.", "Purpose and success checks", "How can I turn my marked card into a model?", "I can follow my plan to form the model. I can make and check two clear folds. I can record my work and the help I used.", "LAUNCH-DT-W3-E1: The learner’s actual folded card model, a labelled photo/work reference, build checks, one change or next step and accurate physical-support record.", "Before pupils arrive", "Retrieve Week 2 plans and labelled 20 by 8 cm card blanks. Staff prepare spare marked blanks, soft foldable card, rulers, pencils, mats, pre-torn tape and storage. Staff set equal-height stable supports with a measured 10 cm gap on a tray. Trial the hand-folding task under local risk controls.", "Offer processing time, a quiet start and the usual communication support. Capture each learner’s own work. Read the Staff Answers before teaching.", "Calendar and continuity", "Monday 16–Friday 20 November 2026. One lesson per week on this line. No day or clock slot is inferred; staff enter the actual date above. Continue the accepted card model sequence.", "", "Forty minute sequence", "Slide", "Min", "Action", "1", "0", "Open title and big question before timing.", "2", "4", "Private check-in, quiet start and support choice.", "3", "2", "Read the diagram; hear one clue or question.", "4", "0", "Read the exact objective and success checks.", "5", "5", "Model the six lines; explain the reason for each.", "6", "5", "Ask for a hinge answer and reason; reteach if needed.", "7", "12", "Use the six cards and the Supported/Independent/Aspire routes.", "8", "6", "Complete the individual two-page evidence record.", "9", "4", "Check ownership, support, response and next step.", "10", "2", "Take a short quiet exit response.", "11", "0", "Use the vocabulary mat throughout.", "12", "0", "Hidden reference for adults.", "Hinge and reteach", "B. Check the 2 cm and 6 cm lines from the same reference edge. Ask the adult whether the fold can be corrected or a spare blank is needed; record the help and change. A hides rather than resolves the mismatch; C introduces unplanned cutting. Re-model a fold on scrap card if needed.", "Access and practice", "Supported: ask an adult to steady the card. Independent: fold, form and check the model. Aspire: explain how the shape fits the plan.", "Follow A–F. Check marks first, model one crease on spare card, then let pupils form their own channel. Adults record physical help. Use a fit check over the 10 cm gap only. For an absent pupil, record supplied marking as catch-up support and focus on today’s building objective.", "Begin evidence during practice and finish during capture. Accept speech, pointing, drawing, writing or usual AAC. Scribe exact words without supplying the assessed reason. No forced pair work or public performance.", "", "Safe teaching evidence and learner voice", "Boundaries", "Use hand-foldable card with clean edges and no staples. Learners fold by hand; adults can steady the card. No pupil cutting, sharp scoring tools, blades, hot glue, power tools or load tests. Supports sit on a stable low desk/tray; no standing on a model or testing with hands or body weight.", "Assessment and feedback", "A 20 by 8 cm blank folded at 2 cm and 6 cm gives a 4 cm base and two 2 cm sides. A centred 20 cm length across a 10 cm gap rests 5 cm on each support. Check actual folds and fit. Capture the model, not just a plan. Record adult-started folds or a supplied pre-marked blank. No load, strength or award completion result is inferred.", "Retain actual work, response mode and support. Use VF · WS · I · NS+ · // (self-edit) · ? (read back) · R (responded) · E (evidence in the school's evidence record). R requires Voice, Audience, an NS+ prompt and the learner’s response in the same colour, on the same page or usual mode. Record E only after evidence is banked. Blank forms and adult models are not completed learner evidence.", "Lundy moments", "Space: calm, accessible participation. Voice: a choice, reason or help request. Audience: the adult listens or reads and replies. Influence: record the support or next-step change made in response.", "Speaking listening and writing", "Explain the next making step, listen to a practical instruction and describe a checked or corrected fold. The receiving teacher maps authentic responses to their own portfolio; no communication criteria are assigned here.", "Reflection and provenance", "Next teaching need: __________________________________________________Learner request and change made: _______________________________________", "Sources: lane1/main scheme index, revision 840cc945; workbook revision 9ed44bdf, cells above, checked against main by blob/hash. Calendar: owner order. Local examples and diagrams are authored. Source URLs and limits: FACTS_LEDGER.md. No registration or award criteria are inferred." ] }, { "kind": "Evidence_Sheet", "path": "../launch_dt_a2_w03_Evidence_Sheet.docx", "pdf_path": "../launch_dt_a2_w03_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My evidence: Build my card bridge model", "LAUNCH-DT-W3-E1", "Name or ID ____________________ Date ______________", "Point, say, draw or write. An adult may write your own words. Record the help you use.", "Use your plan and marked card. Build the model. Keep a photo or work reference for what you actually made.", "My model / photo / work reference is", "__________________________________________________________________", "Build check", "What I found", "Fold lines were 2 cm and 6 cm from one edge.", "____________________________________________", "The middle panel is flat and about 4 cm wide.", "____________________________________________", "Two outer panels turn up, about 2 cm each.", "____________________________________________", "The model fits the 10 cm gap with 5 cm on each support.", "____________________________________________", "A making step I did myself was", "__________________________________________________________________", "An adult helped me by", "__________________________________________________________________", "This is a build and fit check. No load test today.", "", "My reason next step and response", "Name or ID ____________________", "I changed or checked", "__________________________________________________________________", "Next week I want to find out", "__________________________________________________________________", "My voice: I asked for __________________________________________", "Audience: I showed or told ____________________________________", "Adult reply / NS+ prompt ______________________________________", "My response, in the same colour, on the same page or usual mode", "__________________________________________________________________", "My next step is ______________________________________________", "Adult record", "Mode: spoken / pointed / drawn / written / practical / scribed / AACSupport used: __________________________________________________Actual learner work or words: _____________________________________Feedback code ______ Staff initials ______", "R needs Voice, Audience, NS+ and the learner response in the same colour, on the same page or usual mode. E means evidence banked. Keep private safeguarding information separate." ] }, { "kind": "Staff_Answers", "path": "../launch_dt_a2_w03_Staff_Answers.docx", "pdf_path": "../launch_dt_a2_w03_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Build my card bridge model", "These are possible responses and task guides, not learner observations. Accept a defensible answer based on the facts or actual work. Record each learner’s reasoning and support.", "Card key", "Card", "Judgement or step", "Possible action", "A", "Step 1. The model begins with the agreed plan.", "Check 20 cm by 8 cm and both fold lines.", "B", "Step 2. The middle panel should be 4 cm wide.", "Pause and ask if a mark does not fit the plan.", "C", "Step 3. The fold follows the marked line.", "Press gently on a flat desk with adult support if needed.", "D", "Step 4. The two sides form a channel shape.", "Check that each side is about 2 cm high.", "E", "Step 5. A centred 20 cm model has 5 cm at each end on a support.", "Ask staff to check the supports and fit.", "F", "Step 6. The actual model is evidence of building.", "Keep a photo or work reference and note any help.", "Model and hinge", "Check the card: 20 cm long and 8 cm wide. Find lines 2 cm and 6 cm from one long edge. Fold each outer panel up along its line. Keep the middle 4 cm panel flat. Place it across a 10 cm gap between supports. Centre it: 5 cm rests on each support.", "B. Check the 2 cm and 6 cm lines from the same reference edge. Ask the adult whether the fold can be corrected or a spare blank is needed; record the help and change. A hides rather than resolves the mismatch; C introduces unplanned cutting. Re-model a fold on scrap card if needed.", "Individual evidence key", "A 20 by 8 cm blank folded at 2 cm and 6 cm gives a 4 cm base and two 2 cm sides. A centred 20 cm length across a 10 cm gap rests 5 cm on each support. Check actual folds and fit. Capture the model, not just a plan. Record adult-started folds or a supplied pre-marked blank. No load, strength or award completion result is inferred.", "", "Feedback boundaries and next teaching", "Card A: Use the accepted Week 2 work. If absent, provide a spare pre-marked blank and record that preparation as adult support, not pupil marking-out evidence.", "Card B: Do not guess a new fold. Both lines use the same reference edge.", "Card C: Use suitable card that folds by hand. No scoring knife, cutting tool or sharp creasing tool.", "Card D: Adult may steady or start a crease; record who did what. Do not claim independence when the adult made the fold.", "Card E: Staff set equal-height supports on a tray. This is a fit check with no added load. Use only pre-torn tape if an agreed join needs securing.", "Card F: No strength result is claimed. Store without crushing folds; a blank worksheet is not evidence of a built model.", "Common misunderstandings", "A drawn plan is not a built model. A fit check without a load does not show strength. Correcting a fold or asking for help is part of making. A neat appearance alone does not prove that the model will hold a load.", "Teaching boundary", "Use hand-foldable card with clean edges and no staples. Learners fold by hand; adults can steady the card. No pupil cutting, sharp scoring tools, blades, hot glue, power tools or load tests. Supports sit on a stable low desk/tray; no standing on a model or testing with hands or body weight.", "Feedback", "If a reason is missing, return to the fact or actual work. Re-model a different example, then keep the learner’s own revision. Use NS+ and the learner response, in the same colour, on the same page or usual mode, before R. E means evidence actually banked. Keep safeguarding records separate.", "Assessment boundary", "LAUNCH-DT-W3-E1 contributes to the source assessment. No criterion, registration or award completion is invented. Sources: FACTS_LEDGER.md." ] }, { "kind": "Support_Cards", "path": "../launch_dt_a2_w03_Support_Cards.docx", "pdf_path": "../launch_dt_a2_w03_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Build sequence cards", "Read or ask an adult to read. Staff may cut on the table lines.", "Cards", "Cards", "AFind your plan and your flat marked card.", "BCheck lines are 2 cm and 6 cm from the same long edge.", "CFold the first outer panel up along its line.", "DFold the other outer panel up. Keep the middle flat.", "ESet two stable supports 10 cm apart. Centre the model across them.", "FLabel the model, record your work and store it for next week.", "Follow the sequence and explain a check.", "", "Keep the plan in view", "Card: 20 cm long and 8 cm wide.", "Fold at 2 cm and 6 cm from the same long edge.", "Both outer panels turn up. The middle stays flat.", "The middle is 4 cm wide. Each side is 2 cm high.", "Fit across a 10 cm gap. Add no load today.", "Words I can use", "My next step is __.", "Please steady the card while I __.", "I checked __ and changed __.", "Help card", "Please help me with this step.", "I can point to what I mean.Please read the words or show the step.I can ask for a pause or private talk.", "", "A visual guide", "", "A small card model: two sides up and a flat middle.", "The diagram is an example, not a record of your work. It is not to scale. Use a ruler for real dimensions.", "I notice __.The next step is __.I can ask __ for help." ] }, { "kind": "Vocabulary_Mat", "path": "../launch_dt_a2_w03_Vocabulary_Mat.docx", "pdf_path": "../launch_dt_a2_w03_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Build my card bridge model", "Word", "Meaning", "model", "A small version of an idea.", "fold", "Bend along a line.", "panel", "One flat part of the card.", "crease", "The line made by a fold.", "support", "Something that holds an object up.", "span", "The gap a bridge crosses.", "fit", "Match the size or place needed.", "A sentence I can use", "I chose __ because __.I checked __.Please help me with __.", "Ask an adult to read a word with you. You can point or use a word in your home language first." ] } ] }